“人文素养家园共育共治”的学科理论与培育模式

Subject Theory and Logical Framework of Humanistic Literacy Co-cultivation and Co-Governance between Family and Kindergarten

"人文素养家园共育共治"是以课程内容、培育方式、评价体系和育人环境"四位一体"的人文幼教培育模式。坚持以"马克思主义人文教育理论"为基础,在课程内容上突出培植幼儿的人文素养,厚植立德树人的根基,扭转偏重知识教育和智力开发的小学化倾向;在培育方式上,强化家园共育共治,扭转家庭和幼儿园独立、分离的育人方式;在评价体系上,量化人文素养的培育内容、指标,检验家园共育共治效果,扭转有定性无定量、重知识说教、轻实践养成的粗评做法;在育人环境上,既强调发挥家庭和幼儿园两大主体作用,也强调发挥政府领导和社会支持作用,构建家庭、幼儿园、政府、社会合力共育的大环境。

Through carrying out the activity of“humanistic literacy co-cultivation and co-governance between family and kindergarten”,insisting on the"humanistic education of Marxism popularization"as the disciplinary theory,we constructed the logic framework of"quaternity",including curriculum content,cultivation method,evaluation system and educational environment.In terms of curriculum content,we lay stress on cultivating humanistic literacy and the root of moral education,in order to reverse the tendency of kindergarten education toward primary school,which strengthen knowledge education and intellectual development.In terms of cultivation methods,we value the cooperation between family and kindergarten to achieve co-education and co-governance,so that reverse the way of independent and separate education between them.In terms of evaluation system,we quantify the index of humanistic literacy cultivation to test the effect of co-cultivation and co-governance between family and kindergarten,thus reverse the rough evaluation method of qualitative and non-quantitative,emphasizing knowledge over practice.In terms of educational environment,we emphasize not only the two main roles of family and kindergarten,but also the role of government leadership and social support,which is to form the cooperative educational environment of family,kindergarten,government and society.